University student and K-12 teacher reasoning about the basic tenets of kinetic-molecular theory, Part I: Volume of an ideal gas
University student and K-12 teacher reasoning about the basic tenets of kinetic-molecular theory, Part I: Volume of an ideal gas
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大学生和 K-12 教师推理运动分子理论的基本原理，第一部分：理想气体的体积
DOI：
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发表时间：
2013
期刊：
影响因子：
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通讯作者：
Peter S. Shaffer
中科院分区：
文献类型：
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作者：
Amy D. Robertson;Peter S. Shaffer
本文报告了一项长期调查，学生和教师对动力学分子理论的基本原理的推理，因为它们与体积的概念有关。这项研究源于一项发现，即大学水平的学生和K-12实习教师经常将气体的体积与其封闭容器的体积区分开来。我们研究了这种倾向在多大程度上可能与关于气体中粒子运动的错误推理有关。结果表明，教师和学生经常用关于气体粒子运动的错误陈述来证明关于气体体积的错误答案。
This article reports on a long-term investigation of student and teacher reasoning about the basic tenets of kinetic-molecular theory as they relate to the concept of volume. This research grew out of the finding that university-level students and practicing K-12 teachers often treat the volume of a gas as different from that of its enclosing container. We examined the extent to which this tendency might be associated with incorrect reasoning about the motions of the particles in the gas. The results suggest that teachers and students often justify incorrect answers about the volume of a gas with incorrect statements about the motion of gas particles.